83 extractive question-and-answer pairs built from ugc prof, published by ugc.gov.in. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 55 of the 83 pairs (66.3%) are explanatory questions and 28 restate a figure. 98.80% of rows pass the corpus quality gate.
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Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 83 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the responsibility of the University Grants Commission in India? | responsible for the coordination, determination and maintenance of standards of university education in India | The University Grants Commission, an apex body of higher education responsible for the coordination, determination and maintenance of standards of university education in India, is celebrating its Golden Jubilee Year during 2002-2003. As part of the academic activities the UGC has conducted the ‘Golden Jubilee Lecture Series’ throughout the country by eminent individuals who have excelled in their respective fields and made a mark not only in India but abroad too. These Lectures have mostly been organized in Universities located in remote areas. | 67 | definition | 1.000 | The University Grants Commission, an apex body of higher education responsible for the coordination, determination and maintenance of standards of university education in India, is celebrating its Golden Jubilee Year during 2002-2003. | 3 | page=3,block=1 | 0.700 | valid |
| What is described as the main driving force behind basic science? | curiosity as the prime motive | Basic Science: the Urge to Know Basic Science: the Urge to Know Both these examples, drawn from two widely different areas, share a feature that is common to all basic sciences, namely the urge to know. It is this urge to know the why, how, and when about the natural events taking place around him that drove man from primeval times to become a scientist. In basic science, one is driven by curiosity as the prime motive…even in Ronald Ross’s case it was the desire to know for sure the basic cause for malaria that made him launch his research. In any society, this curiosity is an energizing and refreshing trait that keeps it on an intellectually upward path. It prompts creativity that is on the same high level enjoyed by the creativity of the artist, the musician or the literateur. Indeed a society needs to carry out serious introspection if this creativity seems to be dying out. | 392 | definition | 1.000 | In basic science, one is driven by curiosity as the prime motive…even in Ronald Ross’s case it was the desire to know for sure the basic cause for malaria that made him launch his research. | 6 | page=6,block=1 | 0.700 | |
| What does Homi Bhabha mean by fundamental research? | basic investigations into the behaviour and structure of the physical world without any consideration regarding their utility | The Decline of Interest in Basic Sciences The Decline of Interest in Basic Sciences In 1962, at the time of inauguration of the new buildings of the Tata Institute of Fundamental Research in Mumbai, its founder scientist Homi Bhabha had this to say in defence of basic sciences: “…By fundamental research I mean basic investigations into the behaviour and structure of the physical world without any consideration regarding their utility whether the knowledge so acquired would ever be of any practical use. the support of such research and of an institution where such research can be carried out effectively is of great importance to society for two reasons. | 312 | definition | 1.000 | The Decline of Interest in Basic Sciences The Decline of Interest in Basic Sciences In 1962, at the time of inauguration of the new buildings of the Tata Institute of Fundamental Research in Mumbai, its founder scientist Homi Bhabha had this to say in defence of basic sciences: “…By fundamental research I mean basic investigations into the behaviour and structure of the physical world without any consideration regarding their utility whether the knowledge so acquired would ever be of any practical use. | ||||
| What role does a nodal point serve for universities? | providing access to advanced and expensive facilities to all universities interested in that field | would act as a nodal point providing access to advanced and expensive facilities to all universities interested in that field. This mode has to address and circumvent a resistance from the universities themselves for whom it is intended. They would tend to see it as a diversion of funds, which would otherwise have come to them. Actual demonstration of its success would be more effective than any verbal argument put forward in favour of such a mode. As such it very much depends on the few IUCs created so far to show how effective the "shared mode" can be. 5. It is still not too late for bringing the autonomous research institutions closer to universities. In a typical case there may be a university and such an institution (or several of them) in the same city. | 27 | definition | 1.000 | would act as a nodal point providing access to advanced and expensive facilities to all universities interested in that field. | 16 | page=16,block=1 | 0.700 | valid |
| What is the reason that Perhaps I should record here that I myself had been motivated towards opting for my career as an astrophysicist? | Hoyle’s inspiring lectures when I was a Tripos student | Later the situation improved when more of the IOTA staff began to teach in the university. Perhaps I should record here that I myself had been motivated towards opting for my career as an astrophysicist because of Hoyle’s inspiring lectures when I was a Tripos student. Indeed, what Hoyle foresaw in 1965, has come to pass in the Indian context today. | 214 | relationship | 0.970 | Perhaps I should record here that I myself had been motivated towards opting for my career as an astrophysicist because of Hoyle’s inspiring lectures when I was a Tripos student. | 17 | page=17,block=1 | 0.800 | valid |
| What achievement influenced the author to pursue the B.Sc. stream instead of engineering? | standing first in the Intermediate Science Examination at the BHU | initiative in attracting a highly talented young man to a senior post in his university? These examples suffice to demonstrate the kind of atmosphere prevailing in the Indian universities in the pre-Independence era. I caught the tail end of this era in the 1950s, when after my standing first in the Intermediate Science Examination at the BHU, I was motivated to opt for the B.Sc. stream in preference to engineering, despite the existence of a nationally famous college of engineering on the BHU campus. I should say, however, that the trend for preference for engineering amongst the bright boys had already begun and my decision was seen as against the trend. the trend had not yet developed into an avalanche that it is today. | 279 | relationship | 0.970 | I caught the tail end of this era in the 1950s, when after my standing first in the Intermediate Science Examination at the BHU, I was motivated to opt for the B.Sc. | 9 | page=9,block=1 | 0.700 | valid |
| What was one result of researchers being separated from university teaching? | he also got decoupled from students. | While the researcher was decoupled from university or college teaching, he also got decoupled from students. At the same time, the universities through their acts and statutes progressively moved to a state where the typical faculty member was required to do more and more teaching and less and less research. So while research got progressively to the back seat in universities, teaching became noticeably absent from the research institutions. Now, I have had the opportunity of attending lecture courses delivered by the best scientists in top institutions in the world. At Cambridge, I have had Dirac lecturing on quantum mechanics, Hoyle on cosmology, Davenport on number theory while at Caltech I have heard Feynman lecture on his path integral approach. These were Nobel laureates or of comparable class. | 72 | relationship | 0.970 | While the researcher was decoupled from university or college teaching, he also got decoupled from students. At the same time, the universities through their acts and statutes progressively moved to a state where the typical faculty member was required to do more and more teaching and less and less research. | 11 | |||
| What is the impact of the vacuum in young talent on scientific projects in mission mode? | scientific projects which proceed in a mission mode, like atomic energy, space, industry-oriented research, defence research, etc., are experiencing serious humanpower shortage. | Or back home he goes for a professional career that is monetarily more rewarding although not intellectually so. It is not surprising therefore that the autonomous research institutions are finding it increasingly difficult to attract young talent, with the problem that a vacuum is slowly but steadily being created at the younger age of the spectrum. Since it is this young age-group that eventually grows to take up higher responsibilities, scientific projects which proceed in a mission mode, like atomic energy, space, industry-oriented research, defence research, etc., are experiencing serious humanpower shortage. Recall that scientists like Homi Bhabha and Shanti Swarup Bhatnagar had created the institutional structure to boost basic sciences, but at a cost to the universities. There was no parallel growth in universities; rather what existed was slowly allowed to wither away. | 444 | relationship | 0.970 | Since it is this young age-group that eventually grows to take up higher responsibilities, scientific projects which proceed in a mission mode, like atomic energy, space, industry-oriented research, defence research, etc., are experiencing serious humanpower shortage. Recall that scientists like Homi Bhabha and Shanti Swarup Bhatnagar had created the institutional structure to boost basic sciences, but at a cost to the universities. | ||||
| How does electronic mail help reduce costs in education? | By saving physical travel and money | If science courses and questions are so designed that the student feels the urge to search for information that would provide the answers, these datamining systems can be very effective in motivating him/her. 3. The electronic mail will gradually replace the conventional "hard copy" mail, often called snell-mail for its comparatively slow speed. It also allows two or more persons to "converse" on their computers, to access databases in different parts of the world, to operate telescopes remotely, etc. By saving physical travel and money it can make a future educational system much more efficient and cost effective. Through such e-mail dialogues, students from different colleges, in different | 507 | relationship | 0.970 | It also allows two or more persons to "converse" on their computers, to access databases in different parts of the world, to operate telescopes remotely, etc. By saving physical travel and money it can make a future educational system much more efficient and cost effective. | 14 | page=14,block=1 | 0.700 | valid |
| What does the spread of misinformation demonstrate about the speed of information dissemination? | the remarkable swiftness with which information (or, in this case, misinformation) can travel across the world | cities even, may exchange views. Recall the episode of Lord Ganesha drinking milk, which was reported a few years ago. Although the ‘miracle’ was soon enough debunked, it brought home to us the remarkable swiftness with which information (or, in this case, misinformation) can travel across the world. Indeed the miracle was not in the Ganesha idol sucking in milk from a spoon, it was in the way the news spread across the world! If misinformation can propagate so fast, why not real information? Indeed the whole sphere of higher education has to adjust itself to such rapid information transfer. No country planning for the future of its education can afford to ignore this potential. For a country like India with its far flung and difficult - to - access areas this will be a boon. It will indeed be a tragedy if our planners fail to cash in on this mode. 4. | 190 | relationship | 0.970 | Although the ‘miracle’ was soon enough debunked, it brought home to us the remarkable swiftness with which information (or, in this case, misinformation) can travel across the world. | 15 |
Read straight from the file — download or use the API URL for the full dataset.
| valid |
| 10 |
| page=10,block=1 |
| 0.700 |
| valid |
| page=11,block=1 |
| 0.700 |
| valid |
| 13 |
| page=13,block=1 |
| 0.700 |
| valid |
| page=15,block=1 |
| 0.700 |
| valid |